Publication: Protesta social, consecuencias y subjetividades políticas: la huella del movimiento estudiantil chileno del año 2011
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2016-05-26
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Universidad Complutense de Madrid
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Abstract
El año 2011 marcó a Chile con el movimiento social más relevante de los últimos 25 años. El movimiento estudiantil por la “educación pública gratuita y de calidad” fue una respuesta ante el proceso de mercantilización de la educación, estableciendo como demandas fundamentales el fortalecimiento y gratuidad de la educación pública (su re-significación como derecho social), el fin al lucro (su desmercantilización) y la democratización de las entidades educativas (su constitución como espacios de participación cívica). Su relevancia superó el ámbito educacional y adquirió el carácter socio-histórico de una demanda fundacional, al plantear la necesidad de una transformación educativa, político-institucional y cultural. La pregunta de investigación que guía la tesis es ¿Qué alcance, características y consecuencias tuvieron las jornadas de movilización social estudiantil del año 2011?Con ella se busca contribuir a poblar algunos vacíos. Un primer vacío se refiere a las consecuencias de la protesta estudiantil en Chile, cuyos intentos a la fecha habían abordado en términos generales sus implicancias para la sociedad, y aquí son analizadas sistemáticamente y en tres campos complementarios: el político-institucional, el entorno social y el subjetivo (en los activistas)...
The year 2011 marked Chile with the most relevant social movement in the last 25 years. The students movement for “free and quality public education” was a respond to the marketization process of the education, establishing the strengthening and gratuity of the public education as fundamental claims (its re-signification as a social right), the end of profiting (its demarketization), and the democratization of the educative entities. Its relevance surpassed the educational level and acquired the socio-historical character of a foundational demand when raising the need of an educative, political-institutional and cultural transformation. The research question guiding the thesis is: Which were the extent, characteristics and consequences from the days of student social mobilization during the year 2011? The idea of this is to fill in some gaps. The first gap is referred to the consequences of the students protest in Chile, whose attempts had addressed its implications for society in general terms, which are here systematically analyzed and in three complementary fields: the political-institutional, the social environment and the subjective (in the activists). The second gap refers to the analysis of the forms of protests through the detailed study of the repertoires of contestatory action...
The year 2011 marked Chile with the most relevant social movement in the last 25 years. The students movement for “free and quality public education” was a respond to the marketization process of the education, establishing the strengthening and gratuity of the public education as fundamental claims (its re-signification as a social right), the end of profiting (its demarketization), and the democratization of the educative entities. Its relevance surpassed the educational level and acquired the socio-historical character of a foundational demand when raising the need of an educative, political-institutional and cultural transformation. The research question guiding the thesis is: Which were the extent, characteristics and consequences from the days of student social mobilization during the year 2011? The idea of this is to fill in some gaps. The first gap is referred to the consequences of the students protest in Chile, whose attempts had addressed its implications for society in general terms, which are here systematically analyzed and in three complementary fields: the political-institutional, the social environment and the subjective (in the activists). The second gap refers to the analysis of the forms of protests through the detailed study of the repertoires of contestatory action...
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Tesis inédita de la Universidad Complutense de Madrid, Facultad de Ciencias Políticas y Sociología, Departamento de Sociología IV (Métodos de Investigación), leída el 27-11-2015